The RSE-TASC offers a wide variety of workshops at NO COST to school districts.
Register Now!December 2016 Mid-State Regional Special Education Technical Assistance Support Center (RSE-TASC) at OCM BOCES is one of ten technical assistance centers across NYS funded through an NYSED federal grant. The RSE-TASC provides regional workshops to districts in OCM BOCES, TST BOCES, Cayuga-Onondaga BOCES, CiTi and the Syracuse City School District free of charge. Workshops include topics on behavior, transition, nondistrict programming, special education regulation, and special education service delivery. Save the Date! TRANSITION CONFERENCE
FINDING A Free Conference for Students with Disabilities, Families, & Educators Monday, March 13, 2017 Keynote Questions? Compass image CC Matt Biddulph Special Education BlogBe sure to read our December special education blog entitled, Play Games or Building Skills? Technical Assistance Center on Disproportionality 2016-2017 Mid-State WorkshopsBuilding our Student Support Systems Through Culturally Responsiveness. Click here to view the flyer. Special Education Service DeliveryLots of Updates and Great Information!!! There has been a tremendous amount of changes occurring in our Office of Special Education and with New York State’s regulations regarding special education. You’ll want to make sure you have the most up-to-date information. Click on the links below to make sure you have latest versions of each. Changes in allowable Testing Accommodations on the Grades 3-8 NYS ELA Assessments - Beginning with the 2017 administration of the Grades 3-8 English Language Arts (ELA) Assessments, students with disabilities whose Individualized Education Programs (IEPs) or Section 504 Accommodations Plans (504 Plans) document that tests be read aloud must be provided this testing accommodation in accordance with the specifications in the IEP/504 Plan. In previous years, only directions were to be read to students on the Grades 3-8 ELA Assessments; no other portion of the test was to be read aloud regardless of the circumstances. Additionally, this testing accommodation will be provided to students upon declassification with documentation indicating the accommodation will continue. Test accommodation Decision-Making Tool for “Test Read” Part 200 Updates as of October 2016 - This is the *be all, end all* book regarding special education law and regulation! State Performance Plan Indicator Submission Schedule - Find out what indicators your district will be reporting on until 2019! Assistive Technology Webcast and Guidance - The State has come out with an informative webcast for making recommendations of assistive technology for students with disabilities. Make sure you check out the assistive technology checklist! Procedural Safeguards: Rights for Parents of Children with Disabilities(Updated June 2016) - If you haven’t read this, it explains parents’ rights and the special education process in user-friendly terms.
Transition and CDOSSuperintendent’s Determination This option requires superintendents, principals, or heads of schools of registered nonpublic or charter schools to review, document and provide written certification/assurance that there is evidence that the student has otherwise met the standards for graduation with a local high school diploma. These can be found here. The Superintendent’s Determination Question and Answers are a good place to start. This is the form that Superintendent’s will need to complete. The following proposed revisions of section 100.5(d)(12) went out for public comment on October 18, 2016, and currently must be considered:
The following proposed revisions of section 200.4(d)(2)(ix) went out for public comment on October 18, 2016, and currently must be considered and discussed with both the student and parent/guardian at a CSE meeting for transition age students:
At the CSE meeting in which transition services will be discussed, the student’s parents must be provided with written information explaining:
Timetable for Implementation: BehaviorOver the course of the last five issues, we have shared classroom management strategies at the Tier 1 level (behavior management practices for all students). Typically these practices work for 80 – 90% of students; however, it is important for schools to have a readily available intervention for those students who need more time and encouragement to meet the expected behaviors. Check In Check Out (CICO) is an evidence-based practice for responding to low-level problem behaviors. The focus of this strategy is to have students “check in” and “check out” with staff personnel upon arrival and dismissal at school each day. The staff members prompt the students with reminders of the school-wide expectations and help them to set personal behavioral goals for the day. Students then take a daily progress report (DPR) with them to class and get feedback about their behavior from their teachers on a regular basis throughout the day. When implemented with fidelity, this intervention is an effective strategy to use with all students, including students with disabilities. For more information about Check In Check Out, also known as the Behavior Education Program, read this great article. PBIS Regional Forum Special TopicsTeachers in both Special Education and General Education work with students of all abilities, strengths, weaknesses and backgrounds. Many of our students have experienced trauma in their lives. The ACE’s study identifies ten areas that create Adverse Childhood Experiences or ACE’s. The impact of these experiences on an individual’s development, learning and behavior can be significant. A typical classroom will have a mix of students who have ACE scores ranging from 0 to 6 or more. You can increase your support for students who have experienced trauma by incorporating trauma sensitive school practices. The Wisconsin Department of Public Instruction’s website has more information and resources on trauma and trauma informed practices. The Washington State Office of the Superintendent of Public Schools website offers training materials and resources on working with traumatized youth. Preschool BehaviorAs the holidays approach, it is a great time of year to get our families more involved in what we are doing in the classroom to foster Positive Behavioral Supports and Social/Emotional skill acquisition. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has a huge repository of “send-home” materials to help families understand and participate in the supports we provide in school. Click here to see their resources, all FREE to use! LeadershipIn this article, Technology: Adding Resources for Students with Special Needs you will find ideas for integrating technology into instruction in a manner that allows students with disabilities to access the curriculum in new and different ways! Email Janel Payette at jpayette@ocmboces.org to request additional topics of interest! |
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© 2016 OCM BOCES Instructional Support. For more information, please contact Janel Payette |